Climate change educational resource gets a 'gold star', but what exactly is it?
New Zealand's youth care about climate change . More than 100,000 students took part in marches around the country in September, chanting at the top of their lungs to encourage more action. The Ministry of Education has heeded those calls. A new climate change resource was added to the level 4 curriculum in January. Alongside their maths and English classes, students will have the chance to learn about climate change. But what exactly will they be learning, is it safe for their mental health, and why could not everyone be learning it? READ MORE: * Fed Farm South Canterbury president says teaching resource needs to be accurate * Fed Farm launches petition against climate change teaching resource * Climate change education resource to be in schools in 2020 * Ministry asks for community discussion on future of schooling in Hawera * Lessons in catastrophe: How schools can help take the fear out of climate change * Please miss, can you teach us about climate change? What are your thoughts on the new climate change educational resource? Get in touch - brittney.deguara@stuff.co.nz . WHAT WILL THEY BE LEARNING? The resource Climate Change: Prepare Today, Live Well Tomorrow encompasses all things climate change and is available to download from the ministry website. It is designed for students in years 7 to 10 and was developed from a 2018 trial at Christchurch's South New Brighton School. Eight lessons span various topics, including what climate change is, how it will affect the world, and how it can be mitigated. They also explore sceptical points of view. The 60 to 90-minute sessions are designed to be delivered as part of an inquiry learning programme, by which children build their own learning and meanings. This approach was originally introduced into the curriculum in 2010 . Background knowledge is required, so teachers are advised to deliver the sessions in order. Ellen MacGregor-Reid, the ministry's deputy secretary of early learning and student achievement, says simple language is needed in the resource to explain the "complex" topics. HOW WILL IT BE USED IN THE CLASSROOM? It is likely not every school will adopt the resource, as it is not a compulsory part of the curriculum. Instead, the ministry expects schools to consult parents and the community as to whether it is included. "Schools have knowledge of their local context and community, and we know teachers' professionalism supports them to frame their messaging in scientific terms and to consider the broader scope from local, national and global perspectives," MacGregor-Reid says. "The climate change resource provides a section to engage with parents and whanau, which includes a snapshot of the resource, outlining the programme." Post Primary Teachers' Association (PPTA) president Jack Boyle believes integration could be slow because it is optional. "I think the uptake will probably be slower, in terms of that particular resource, than if it was mandated, and you'll find there will be a certain amount of discretion from those teachers who, in building programmes for learners in front of them, how far into that resource they go." This cherry-picking approach or magpie approach, as Boyle puts it is common for secondary school teachers. The relaxed framework of the curriculum allows teachers to personalise programmes to suit their students. Already schools had taken a less-structured approach to teaching by using an integrated curriculum and moving away from traditional subjects. Boyle thought schools that already have this framework in place would be more open to utilising the new resource. WHO CREATED IT? The resource is a collaborative effort by the ministry and a variety of stakeholders, including the Ministry for the Environment, NASA, Niwa, the Institute of Environment Science and Research, Christchurch City Council, MetService and StatsNZ. Climate activist and School Strike 4 Climate NZ organiser Lucy Gray , 13, was a consultant for the project. She helped identify ways to communicate climate education without scaring, intimidating or overwhelming students. The PPTA was not consulted; nor was it part of the creation process. Boyle has praised the resource's content. "The fact that there is one, the fact that it is available for teachers to change and cherry-pick, and the fact that it is on a topic that young people in New Zealand have shown a keen interest in, I think it's a gold star to the Ministry of Education." IS THE MATERIAL SAFE FOR KIDS' MENTAL HEALTH? The impact of such topics on mental health has been explored by psychologists and researchers in the past . It was found to increase anxiety and depression in some children, so a wellbeing guide was created to accompany the resource. It was developed to help teachers support students mentally and emotionally. It provides them with ways to navigate the complex content and deliver it in an appropriate way. MacGregor-Reid says the guide's background information and tailored resources ensure the content is "safely delivered and maintains the wellbeing of students". The guide, as Education Minister Chris Hipkins previously put it, helps "recognise the strong emotions and reactions people experience when learning about climate change". It was written by Christchurch psychologist Julie McCormack. "Whilst anxiety is an appropriate response to the issue of climate change, students require accurate information and support in order for their anxiety to generate constructive responses, and/or actions," the guide read. McCormack explained the guide helps children explore their reactions to the facts and allows them to respond positively and constructively. She says it is hoped it will help ease 'climate anxiety'. "Students will learn language to articulate their emotional experiences, have the opportunity to express themselves safely in the classroom and develop tools for coping and communication, both at school and in their communities." The guide has been developed from existing material and approaches and is in line with psychologists' recommendations from around the world regarding the management of wellbeing, McCormack says. A parent information sheet is also included. It details the resource, and provides tips on how to continue the lessons and gauge their child's wellbeing. Boyle believes the guide appropriately acknowledges how to cope with the topic of climate change, and commends the ministry on anticipating the need for such a resource. WHY ARE SOME PEOPLE AGAINST IT? Since the announcement of the resource in January, voices emerged opposing the resource, many from the agricultural sector. Federated Farmers launched a petition asking for it to be changed as it spread misinformation about the industry. Its South Canterbury branch president Jason Grant was concerned about the lack of explanation for the difference between New Zealand's mostly grass-fed livestock and fossil fuel emissions . In the resource, "increasingly intensive agriculture" is cited as a cause of greenhouse gases. The meat industry had issues with its recommendations to eat less meat and dairy. Beef + Lamb NZ head of nutrition Fiona Windle previously said the recommendations came with no framework as to what constituted a healthy diet . Shane Jones, the minister of forestry, infrastructure and regional economic development, also says the dietary advice was perpetuated by "bible bashers". The resource has a small section recommending a reduction in meat and dairy consumption as the industry resulted in "significantly more greenhouse gas emissions" in comparison to chicken, fruit, vegetables and cereals. MacGregor-Reid defends the programme and says the messages aren't new. "There is nothing in the climate change resource that says it does not support our farming industry. The messages reflect advice that already exists, such as being mindful of food consumption among many other things, including recycling, food waste and travel." The resource will continue to be updated, evaluated and refreshed to "keep it relevant and alive for learners", she says. The ministry failed to answer specific questions regarding the validity of the various political and agricultural objections, and if the resource will be amended as per requests from the agricultural industry. Boyle believes the considerations and criticisms are important to hear, but also that learning resources aren't to be taken as "gospel". "That is the whole point of a learning exercise, you wouldn't say 'look, this is the gospel, learn it, memorise it, that's the new way'. That's not what teachers do." He hopes the resource will encourage the younger generation to pursue a career in science. "Wouldn't that be a wonderful thing?"